"I know no safe depository of the ultimate powers of the society but the people themselves; and if we think them not enlightened enough to exercise their control with a wholesome discretion, the remedy is not to take it from them, but to inform their discretion by education. This is the true corrective of abuses of constitutional power." - Thomas Jefferson 1820

"There is a growing technology of testing that permits us now to do in nanoseconds things that we shouldn't be doing at all." - Dr. Gerald Bracey author of Rotten Apples in Education

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Friday, October 19, 2012

From The Trenches

Diane Ravitch and Anthony Cody teamed up and had a call to action for parents, teachers, administrators and anyone interested in education to write a letter to the President by October 17th. The letters were a way to push back on the “education reform” changes that are being pushed at the national level and in states across the nation. The letters were written, most of them gut wrenching accounts of what it is like in today's classrooms. By far the issue of greatest concern is standardized testing and its impact on schools, teachers and students.

Here is just one example from the trenches.

Dear President Obama,

I am writing to you today as one voice in a chorus of millions of educators, students, parents, and concerned citizens.  I ask that you take a moment to hear our stories.

Mr. President, I worked as a special education teacher at a small elementary school just two blocks from your Chicago home.  Perhaps you and your family have walked by it, Reavis Elementary at 50th and Drexel?  Did you ever wonder what happened inside that small, crumbling, yellow-brick schoolhouse which sits just outside your affluent Hyde Park neighborhood? 

I doubt you let your girls spend much time in the park in front of Reavis, what with the frequent drive-bys and police chases.  But that is where our students played before and after school.  As you may know, our students' families are what's left of the population remaining after the demolition of the Robert Taylor Homes. Nearly all the students come from low-income homes, and every single one was African-American.  Many were homeless, gangs infested the neighborhood, drugs touched far too many lives, and the violence was an ever-present threat.  But everyday, those little babies walked to our school.  And we worked hard for them, spending sixteen hours days and giving up our weekends and money to try and fill the gaps of not having a library, textbooks, support staff, a full-time nurse, supplies or music in our building. We gave our all.

And Mr. Obama, do you remember the friend you wrote about in your book, Dreams From My Father? You called her "Mary".  Did you know that she dedicated more than twenty years of her life to the children of Reavis?  I had the privilege of working with her during my first year of teaching.  She was the most inspirational, kind-hearted, good, hard-working teacher I had ever seen.  She had a way of making the children light up with joy.  She worked endlessly, often losing sleep.  You know her history, you wrote about it, she has not had an easy life.

I'm sorry to report her life has been made worse thanks to you, Mr. President.  The pressure of test after test was all-consuming.  Our administration was cruel, and our principal looked for reasons to belittle us, berate us, and to fire us.  Instead of letting us, as professionals, be free to create relevant, engaging curriculum we were told we must write lessons a certain way, we must configure our board a specific way, we must put up the children's test data on the walls of the classrooms, and above all else, we must obey unquestioningly.  We watched as the principal targeted the older teachers, or anyone who disagreed with him.  No one was safe.  More than one teacher from our small school community ended up at a psychiatric facility.  Marriages failed, tensions were high, and many tears were shed.

I wish I could say that school culture of fear was unique to Reavis.  But it is not.  For too many schools, this is the new normal in education under oppressive top-down mandates.

But "Mary" and I found small pockets of joy with our students.  We secretly planned engaging lessons on all sorts of topics squeezed into the cracks between the mandated tests and while our principal was out of the building.  We co-taught fun lessons that were filled with laughter, creativity, and lively questions.  We had to tell the children not to get too loud in their excitement, in case someone from administration came down the hall and saw that we were not following the boring scripts and mandated paperwork.  I remember one day, in the heart of an active lesson, one of our reluctant readers getting up and reading a whole paragraph which she had written herself in front of the class.  We all danced and hugged and shed tears of joy, all while nervously glancing over our shoulders for fear of being discovered by the bosses.  Mr. President, we shouldn't have to hide those moments.  But you see, that small success won't even matter since that special education student will likely never pass the standardized test.  In the eyes of the Department of Education, she is a "failure".  And thus, so are we, her teachers.

Poor "Mary". She knew as a veteran teacher that no school would ever hire someone her age. So she was stuck in that abusive school.  She reminisced how things had always been hard teaching in an inner-city school, but they had been better years ago.  The past few years had become unbearable, she told me.  The year after I worked there, she was finally forced into early retirement.  She will have to live on a reduced pension for the rest of her life.  According to your administration, her years of dedication, loyalty, and practiced expertise mean nothing.  In fact, I'm sure the Department of Education would be happy to bring in a poorly-trained, inexperienced novice like Teach for America provides.  So Mr. President, your friend "Mary" is now just another selfless soul thrown away in this barrage of teacher-bashing, deprofessionalization, and budget-cutting.

This is the world of Race to the Top.  Of cold competition, deceptive data, test scores, merit pay, unfair teacher evaluations, and a constant fear of school closures or massive layoffs.  I remember trembling as the list of school closures came out, knowing this time it could be our school, our fragile children displaced.  Meanwhile, we would watch as the Chicago Public Schools unfairly gave new money, facilities, marketing, and praise to charter schools and turnarounds, while our neighborhood school was crushed under growing accountability with shrinking resources.

And it's getting worse every year.  This unequal system is why the teachers of Chicago had no choice but to withhold their labor in protest.  They held a strike in defiance of YOUR policies, sir.  You brought us Arne Duncan and his Race to the Top. You helped Rahm Emanuel-whose sole mission seems to be breaking the teachers union-become mayor.  And when the teachers walked the picket line, you did not fulfill your promise to put on your comfortable shoes and join them. 

The world of your "accountability" is cruel.  It hurts teachers and children alike.  But I ask you, who is held accountable for the horrible conditions at that school?  For the savage inequalities of school funding?  Why didn't we have enough money at Reavis to buy soap, much less extra teachers to reduce class sizes, or aides to help in classrooms?  Who is accountable for streets that look like wars zones, for the lack of housing and steady, living-wage jobs in the communities where we teach?  Who is accountable for the racism that still plagues our society and is reflected in our education system?  Why does accountability rest so heavily on the backs of teachers alone?

Mr. Obama, please.  Make these attacks on teachers end. We cannot do the vitally important job of teaching our nation's youth in this toxic environment.  Help us get rid of the constant high-stakes testing.  Stop forcing schools to rely on those meaningless test scores for everything from teacher evaluations, to teacher pay, to the massively disruptive decision to fire the staff or close a school.  End the expansion of privately-run charter schools, which siphon off necessary resources from schools like Reavis and do not even serve the neediest children.  Help us bring joy back into our classrooms.  Help clear away the culture of fear and intimidation.  Look to ways that the Department of Ed can support schools, instead of punishing them.  Make sure that EVERY school gets the resources it needs instead of having to compete in your Race to the Top.  There should never be winners and losers when we are talking about meeting the needs of children.

End Race to the Top now. End No Child Left Behind.  Bring in actual educators to run the Department of Education.

Most of all, trust your teachers.  Trust the people like "Mary."

Katie Osgood
Special Education Teacher
Chicago, IL

From Ms. Katie's Blog

Many more letters were written.  Here are just a few more examples.

New Jersey Parent Letter

For the full collection of the 103 letters collected by Anthony Cody and sent to the White House go to http://campaignforourpublicschools.org/letters-page/

The question now is, will the Obama administration read them and will they respond?

1 comment:

  1. " Instead of letting us, as professionals, be free to create relevant, engaging curriculum we were told we must write lessons a certain way, we must configure our board a specific way, we must put up the children's test data on the walls of the classrooms, and above all else, we must obey unquestioningly....

    I wish I could say that school culture of fear was unique to Reavis. But it is not. For too many schools, this is the new normal in education under oppressive top-down mandates."

    I wish I could say that her situation was limited only to education, it is not. All industries, from banking to health care to construction, are feeling the very same 'helping hand' of govt regulations, under the pretext of the same justifications and good intentions.

    And with the same results. If more of our teachers would learn that this is a lesson which applies to us all, that would be a very valuable lesson learned. Then we might be in a position to reform our schools into places that might actually foster Education.


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